Implicit Theories Of Intelligence Research Articles

The Effect of Experiential Learning Program on Entrepreneurial Mindset: A Quasi-Experimental Study

This study aimed at verifying the effect of experiential learning program on entrepreneurial mindset. This study was based on a quasi-experimental design. The subjects were 113 undergraduate students, in which without randomization, fifty-eight and fifty-five students were grouped to a treatment group and a control group, respectively. The subjects in the treatment group received the experiential learning intervention during six weeks. Meanwhile, the subjects in the control group received the problem-based instructional method. All subjects completed the entrepreneurial mindset scale at two measurement times (i.e., pre-test and post-test). Based on Shapiro-Wilk test, data were found not to be normally distributed. Hence, data were then analyzed using the non-parametric tests. Based on data analysis, the undergraduate students who involved in the experiential learning program had a higher entrepreneurial mindset than those who did not involve in the program. In addition, the undergraduate students who involved in the experiential learning program had an increased entrepreneurial mindset. This study provided a theoretical implication, in which it extended the literature of the Implicit Theory of Intelligence (ITI) and the Experiential Learning Theory (ELT) by providing the synthesis of both theories in the higher education context. This study also had a practical implication for the lecturers who have an interest in entrepreneurship education. According to our findings, the entrepreneurial mindset could be enhanced by the experiential learning program (i.e., the experiential learning intervention).
 
 Received: 9 September 2023 / Accepted: 24 February 2024 / Published: 5 March 2024

The role of implicit theories of intelligence and personality in older adults’ resilience: cognitive functioning and social participation as two mediators

Objectives Resilience during old age reflects the capacity to adapt to changes and challenges associated with normative aging and is an important component of successful aging. Belief in the incremental theory of intelligence and personality could help older adults maintain cognitive functioning and social engagement, which may further contribute to their resilience. The current study investigated how implicit theories of intelligence and personality affected older adults’ resilience and examined cognitive functioning and social participation as two mediators. Method A total of 108 older adults aged 60–92 were recruited and completed relevant scales and cognitive tasks. Path analyses were conducted to estimate the expected mediation model. Results The incremental theory of intelligence, but not personality, was positively related to older adults’ resilience. Both cognitive functioning and social participation mediated the effect of the implicit theory of intelligence in the model without covariates. When background variables were controlled, the mediation effect of cognitive functioning remained significant, while the link between the implicit theory of intelligence and social participation was weakened. Conclusion Older adults’ implicit theory of intelligence plays a significant role in fostering resilience in late adulthood, especially through maintaining older adults’ cognitive functioning.

The impact of parents’ implicit theories of intelligence on young children’s approaches to learning: The serial-mediating roles of children’s achievement motivations and goal orientations

The impact of parents’ implicit theories of intelligence on young children’s approaches to learning: The serial-mediating roles of children’s achievement motivations and goal orientations

The impact of future self‐continuity on college students' online learning engagement: A moderated mediation model

AbstractOnline learning is becoming more and more common, so how to maintain learners' online learning engagement is very important. This study aims to explore the impact of future self‐continuity on college students' online learning engagement and its underlying mechanism of action. We utilized the Future Self‐Continuity Questionnaire, the Learning Self‐regulation Questionnaire, the Implicit Theories of Intelligence Scale, and the Online Learning Engagement Scale to measure the corresponding variables of a sample with 476 college students. The results revealed that future self‐continuity, autonomous motivation, and implicit theories of intelligence were significant positive predictors of student's online learning engagement. The positive association between future self‐continuity and student's online learning engagement was mediated by the autonomous motivation. Moreover, the mediating effect of autonomous motivation was moderated by the implicit theories of intelligence. Relation to the individual endorsing entity theorists, the mediating effect of autonomous motivation was stronger for individual holding increment theorists. Future self‐continuity has an impact on college students' online learning engagement levels directly or indirectly through autonomous motivation. Attention should be paid to the cultivation training of learners' future scenario imagination and autonomous motivation to facilitate their maintenance of focused online learning engagement.

The Influence of Juvenile Justice Workers on Delinquent Youths’ Treatment Motivation

The purpose of this study was to examine the influence of delinquent youths’ perceptions of juvenile justice system(JJS) workers’ implicit theories of intelligence and achievement goals on youths’ motivation to complete delinquency-reduction treatment programs. Results revealed that delinquent youths’ perceptions of JJS workers’ mastery goals positively influenced their self-efficacy, mastery and performance goals. Additionally, workers’ entity theories of intelligence positively affected youths’ performance goals. Notably, three significant interaction effects emerged between JJS workers’ incremental theories of intelligence and performance goals, influencing youths’ treatment motivation. First, the relationship between JJS workers’ performance goals and delinquent youths’ self-efficacy varied by youths’ perceptions of workers’ incremental beliefs. Second, JJS workers’ incremental beliefs moderated the effect of workers’ performance goals on youths’ mastery goals. Finally, the relationship between youths’ performance goals and workers’ performance goals varied depending upon workers’ endorsement of incremental beliefs.

Correction to: Implicit theories of intelligence and academic self-efficacy as mediators of the relationship between psychopathology and mathematical performance in adolescents

Correction to: Implicit theories of intelligence and academic self-efficacy as mediators of the relationship between psychopathology and mathematical performance in adolescents

Implicit theories of women preschool pre-service teachers and emotional intelligence.

Pre-service teachers should be prepared to face the emotionally demanding situations associated with the profession. The previous literature suggests that two variables are important for managing teaching demands: emotional intelligence (EI) or the ability to perceive, facilitate, understand, and manage emotions and implicit theories (ITs). ITs refer to the beliefs about the malleability of various life domains. Individuals can be divided into incremental theorists (believing that attributes are malleable) and entity theorists (attributes are fixed). This study aimed to evaluate the influence of ITs of intelligence and EI on self-report and ability EI in a sample of female preschool pre-service teachers. In total, 224 participants (M = 21.27, SD = 4.72) were assessed on ability EI (performance and self-report instruments), ITs of intelligence, ITs of EI, age, and parental education. In our sample, incremental EI-but not intelligence-theories predicted higher scores on self-report and ability EI. In particular, being an incremental theorist of EI predicted 11 and 20% of the variance of the global EI and the managing branch of the ability EI, respectively. Our findings suggest the importance of ITs of EI for pre-service teachers' emotional intelligence and open the door to implementing ITs of EI training in this population. These theoretical and practical implications are discussed.

Implicit theories of intelligence and academic self-efficacy as mediators of the relationship between psychopathology and mathematical performance in adolescents

Implicit theories of intelligence and academic self-efficacy as mediators of the relationship between psychopathology and mathematical performance in adolescents

Mentoring underrepresented students for success: Self-regulated learning strategies as a critical link between mentor support and educational attainment

Growing and diversifying science, technology, engineering, and mathematics (STEM) professional communities is critically important. According to the Process Model of Mentoring Interactions, two areas of research can be leveraged in pursuit of this goal: mentoring and self-regulated learning (SRL). This study examined the mediating role of learning strategies in explaining how implicit theories of intelligence (mindset) and mentoring support predict academic achievement among university students (operationalized as highest degree attained). Participants (N = 1,094) were from historically underrepresented backgrounds pursuing an undergraduate STEM degree from one of 38 universities across the U.S. Longitudinal data were collected via biannual surveys (fall, spring semesters) to assess academic mindset, faculty mentoring, learning strategy use, and highest degree attained (measured by National Student Clearinghouse graduation/enrollment data). Parallel processes latent growth-curves in a structural equation modeling framework were used to test the mediating role of strategy use on academic achievement. Results showed that reported strategy use was stable over time and mediated the relationship between faculty mentoring support and highest degree attained. Both having a faculty mentor as an undergraduate (vs. not) and higher quality of mentor support predicted higher strategy use, which in turn predicted higher degree attainment. Mindset was unrelated to strategy use or academic achievement. This study is one of the first to empirically demonstrate one process by which mentoring leads to greater academic achievement: via students’ use of SRL strategies.

Theories of Motivation to Support the Needs of All Learners

The increasing number of students requiring special education support is a plea for students to be taught the way they learn best. Through the authentic educational experiences of a diverse family, this paper explores the impact of theories of motivation to support all learners. This exploration proposes that educators may be able to support the needs of all learners in inclusive classrooms by integrating the theories of self-efficacy, self-determination, and implicit theories of intelligence.

Principals’ achievement motives and implicit theories predict principals’ desired achievement goals for their students

The present research investigated principals’ achievement motives and implicit theories of intelligence as predictors of their desired achievement goals for their students. The research was highly powered and conducted in the understudied cultural context of Saudi Arabia. Data were collected from 326 principals (175 female and 151 male) in single-sex elementary, middle, and high schools in the study. Results indicated that the need for achievement positively predicted all four achievement goals, whereas fear of failure positively predicted the two avoidance goals, mastery-avoidance, and performance avoidance. Incremental theory positively predicted the two approach goals, mastery-approach and performance-approach, as did entity theory; decremental theory negatively predicted mastery-approach goals. The findings were robust across principal and school characteristics. This research is novel regarding the study of principal achievement motivation and desired achievement goals for others and extends and enriches our understanding of achievement motivation.

Creative mindsets are malleable: Effects of “born this way” messages and different definitions of creativity

This experimental study examined the joint effects of different definitions (Big-C vs. little-c) and biological attributions of creativity (i.e., biological determinist attribution vs. interactive attribution) on creative mindsets. We randomly assigned 312 participants to one of the four experimental conditions: (a) Big-C, biological determinist attribution, (b) little-c, biological determinist attribution, (c) Big-C, interactive attribution, (d) little-c interactive attribution. Participants in each experimental group read a passage about creativity, which started with a brief definition of creativity (Big C versus little-c), followed by fictitious scientific findings about the causes of creativity. Participants who were led to think about the Big-C definition of creativity tended to endorse higher levels of fixed and lower levels of growth mindsets of creativity, compared with those who were led to think of creativity as everyday activities of ordinary people. Within the Big-C condition, the differences were significantly stronger when individuals read a passage that highlighted the deterministic role of biology in affecting creativity levels, compared with others who read a passage that emphasized the importance of both biological and environmental factors. The experimental manipulations affected creative mindsets only, but not the implicit theories of intelligence. By contrast, the differences between the biological determinist and interactive attribution conditions were not significant in the little-c condition. Our findings suggest that researchers and the media should avoid communicating biological knowledge associated with creativity in deterministic ways. Conceptualizing creativity as something that is achievable in everyday contexts may contribute to the development of a growth mindset of creativity.

DEVELOPMENT OF A LEADERSHIP MINDSET SCALE

The purpose of the study was to construct a Leadership Mindset Scale (LMS) and to assess its reliability and construct validity. Participants were 100 employees in a variety of leadership and non-leadership positions at various organizations in three states. An item and factor analysis on the 13 LMS items led to a scale with 11 items (Cronbach α = .80). A Principal Axis Factor analysis with Promax rotation suggested three factors: Leadership Mindset Teachability (LMS-T), a belief in leadership teachability; Leadership Mindset Improvability (LMS-I), a belief in leadership improvability over time; and Leadership Mindset Predictability (LMS-P), a belief that leadership cannot be predicted at an early age. Convergent validity of LMS-Total and Teachability was evidenced by significant correlations with the implicit theories of intelligence and anxiety scales, and developmental leadership and transactional leadership scales. Divergent validity was evidenced by a non-significant correlation with social desirability. The results suggest that the LMS measures a construct different from those of other leadership scales used in the study. The LMS can be helpful in leadership training programs to promote a growth mindset about the trainability of leadership skills.

Implicit theories of intelligence, morality, and the world in a sample of Russian perfectionists

The main goal of the current study is to examine differences across perfectionists? profiles regarding implicit theories of intelligence, morality, and the world. The sample included 202 Russian students, age-range 18-24 (M = 19.62, SD = 1.15), 40% male. Short Almost Perfect Scale and Implicit Theories of Intelligence, Morality, and the World Questionnaire was used for data collection. Correlation and regression analysis, latent profile analysis, and the Student?s t-test were conducted. The study results show that adaptive perfectionists tend to hold the entity theory about the world and the incremental theory of intelligence. The world for them is a structured place with fixed rules in which they can improve their cognitive skills, correct mistakes and grow up in experiences. Maladaptive perfectionists tend to hold only the entity theory of morality, so they believe in rigid moral principles. Non-perfectionists tend to hold the entity theory of intelligence and incremental theory of morality and the world. They believe that intelligence has limits, the world is a chaotic and unexpected place and morality is fluid and unstable. The findings are presented in the context of defining the differences between three types of perfectionists in terms of their views on the ability to modify cognitive capabilities, moral principles, and the world in general.

The Relationship between Students’ Incremental Beliefs of Digital Intelligence and Behavioral Engagement in Learning Management System Courses

While the Learning Management System (LMS) has been recognized as a key e-learning platform, there is no clear picture of the factors contributing to learners’ engagement in LMS courses in literature. This study aimed at exploring the relationship between students’ incremental beliefs of digital intelligence and behavioral engagement in LMS courses with achievement goal orientation as a mediator. The participants were 176 undergraduate students in a Vietnamese university. Implicit theory of intelligence and academic achievement goals theory were used to develop the research model. A Structural Equation Model (SEM) was applied to examine the relationship between students’ incremental beliefs of digital intelligence and the selected variables. Results showed that students’ incremental beliefs of digital intelligence were positively linked to four types of achievement goals: mastery-approach, mastery-avoidance, performance-approach, and performance-avoidance goals. Moreover, except for mastery-avoidance goals, the other three types were positively linked to behavioral engagement in LMS courses. The findings suggest that instructors’ encouragement can foster students’ incremental belief in digital intelligence and achievement goals. Furthermore, to promote students’ learning engagement, various approaches can be utilized to motivate students to appropriately combine different types of achievement goals.

Examining the mediating role of team growth mindset on the relationship of individual mindsets and shared leadership

PurposeAs a cornerstone of team performance, learning depends on each member’s mindset. Drawing on implicit theories of intelligence, the purpose of this study is to investigate the relationships among individual members’ mindsets and shared leadership (SL) behaviors in design teams and the mediation role of team growth mindset (TGM) on that relationship.Design/methodology/approachThe authors analyzed survey results based on individuals who participated in an international design competition. To test the hypothesized model, the data was analyzed by using SEM using Mplus 7.FindingsThe results indicated that an individual growth mindset (IGM; but not an individual-fixed mindset) has significant and positive direct effects on a team growth mindset and SL behaviors. In addition, a TGM mediates the relationship between an IGM and SL.Originality/valueThe research discusses several theoretical and practical implications for human resource development professionals and scholars to improve understanding of a TGM and its influence on individual mindsets and SL behaviors.

Effect of Implicit Theories of Intelligencee on Students’ Achievement in the Subject of Mathematics at Elementary School Level

A person’s mindset, or Implicit Theory of Intelligence (ITI), has been linked to many factors such as motivation to learn and academic achievement. This study set intended to determine how ITI affected children' academic performance in mathematics at the elementary school level. Under the typology of positivism quantitative approach was used. The study was carried through quasi experimental design. Two intact groups of grade eight students of public sector school were selected randomly. Lesson plans based on ITI were validated by the experts. The intervention period was of six weeks. Math Achievement Test (MAT) was used to find out the effect of ITI on academic achievement of students in mathematics at elementary school level. The findings indicated that ITI significantly impacted pupils' motivation and academic success in mathematics. The study recommended that the ITI activities may be used by the teachers for the elementary school students’ math achievement.

Finnish and Estonian teachers’ views on the nature of intelligence

The purpose of this study was to investigate Finnish (n= 226) and Estonian (n= 347) teachers’ views on the nature of intelligence. The study utilized a survey that included a qualitative, open-ended question about teachers’ definition of intelligence and the quantitative inventory Implicit Theories of Intelligence (ITI). We then employed a convergent mixed-method design to understand teachers’ views on the nature of intelligence. These views were divided into four main categories: the multidimensional nature of intelligence, manifestational nature of intelligence, developmental nature of intelligence, and creative nature of intelligence. Teachers from both countries highlighted cognitive features, such as memory, information processing, and problem-solving skills, as a part of the multidimensional nature of intelligence. In addition, teachers viewed intelligence as developmental when measured with the ITI inventory, indicating that intelligence is considered incremental. Lastly, when triangulating the qualitative and quantitative data of teachers’ views on the nature of intelligence, only one statistically significant difference was found. Teachers with an entity view of intelligence also mentioned entity features in their own descriptions. The results showed that teachers views’ on the nature of intelligence are rather broad; however, in future studies, teacher interviews and classroom observation might provide even more profound understanding of teachers’ views on this topic.

Implicit Theories of Intelligence and Achievement Goal Orientations: How are they Associated with College Student Academic Achievement?

The present study considers social-cognitive theory constructs associated with implicit theories of intelligence and achievement goal theory concerning the academic achievement of first-time college students. We examined growth and entity mindsets along with mastery learning, performance-approach and performance-avoidance achievement goals in relation to academic achievement. Furthermore, social-cognitive theory predications were examined to determine whether achievement goals mediated relationships between growth and entity mindsets and academic achievement. We randomly sampled 2,000 college students from a large research-intensive public university in the United States; of which 839 students provided complete data. Using an online survey, we collected self-reported baseline measures of students' implicit theories of intelligence and achievement goal orientations. We matched data from these measures with two years of college Grade Point Average (GPA). Multiple regression analyses of the baseline data partially supported the hypothesized relationships between growth and entity mindsets with learning and performance goal orientations. A growth mindset was a positive predictor of the mastery of learning goal orientation. Unexpectedly, mastery learning positively predicted both performance goal orientations, but relative to entity mindset was a weaker predictor of performance-avoidance goal orientation. Longitudinal analysis with college GPA as the dependent variable found growth mindset negatively predicted end of year two GPA. This relationship was moderated by mastery goal orientation with greater levels of mastery goal orientation associated with a larger negative relationship between growth mindset and end of year two GPA. Furthermore, the growth mindset by mastery goal orientation by time interaction was statistically significant with students either high in both or low in both experiencing lower GPA over time. Exploration of the mediation hypotheses was partially supported by path analysis. Implications for theory, practice and further research are discussed.

Understanding the Interplay of Psychosocial Competencies in Talent Development: Typologies and Differences for Gifted Students

ABSTRACT The study examined the relationship between implicit theories of intelligence and psychosocial competencies (measured as adaptability, general mood, intrapersonal skills, interpersonal skills, and stress management), the differences in these competencies between gifted students and nonidentified gifted students, and typologies of these variables among 81 gifted students in grades 6–8. Findings indicated that malleable beliefs about intelligence were related to adaptability, general mood, and to a small degree total emotional intelligence. Gifted students had higher scores on adaptability (d = .51) compared to a normative sample and lower scores on intrapersonal skills (d = −.30). Hierarchical cluster and discriminant function analyses yielded three distinct clusters indicating within-group differences, with Cluster 1 showing lowest scores on all measured scales. Findings imply how the interplay of psychosocial variables facilitates talent development.